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failed to teach THE
w
AY to peace, happiness, and
abundant well-being. The actual bitter fruits of
this modero materialistic "progress" are increased
unhappiness, discontent, boredom, and moral,
spiritual and educational OECAOENCE! The Ameri–
can and British peoples are travelling the identical
road that led to the fall of the "great" nations of
the past - Egypt, Babylon, Greece and Rome!
This is a very deceptive world. With all this
"progress" it remains a hard, cold fact that
never
before
was the world filled with so much discon–
tent, unhappiness, and suffering-never so much
ill health, mental disturbance, frustration and·
suicide, even in the "affiuent" nations. Never
before so many divorces and broken homes, so
much juvenile delinquency, crime and violence.
That is, unless, as Jesus remarked, it was "in the
days ofNoah." And
never before
was it possible to
erase human life from the earth by the education–
al and inventive genius, and the productive capac–
ity of man!
This is a deceived world that doesn't know it is
deceived! WHY?
There is a reason. There has to be a
cause
for
every effect.
Sir Winston Churchill put his finger on the
answer. Speaking before the United States Con–
gress, he said: " ... he must indeed have a blind
soul who cannot see that sorne great purpose and
design is being worked out here below of which we
have the honor to be the faithful servants." This
implies a Higher Power, above, doing the working
out. This is the
starting point
of a right and true
Education. This strikes directly at the FOUNDA–
TION of knowledge-the most important, most
needful of all knowledge-the PURPOSE of human
life, understanding of the true values, and knowing
the way
to every desired result!
Yet right here, at the basic starting point, is
precisely where education jumped the track of its
true mission. And this chaotic, mixed-up, unhappy
world is the result.
/S
there PURPOSE- MEANING-to. life? Science
can give us no knowledge of purpose beyond trying
to enjoy the passing moments. Education does not
have the answer, nor teach it. Aristotle, Socrates,
Plato all lacked the answer. Augustine sought the
answer all bis Iife- in vain! Of this most impor–
tant of all knowledge, the world is utterly IGNO–
RANT!
In such a world is it any wonder that the great
minds doubt whether there
is
any real Higher
Power working out His intelligent PURPOSE? Is it
any wonder that sorne dim-brains are giving the
world a fresh shock, with the ridiculous slogan:
"God is dead!" To state that God is dead is to
confess there really
was
a God- and if God
was,
God still
is,
for unless He is
the Etern"al-the
Everliving- He
never was Goo!
In the second and third centuries we had
Gnosticism-meaning
"we know. "
Today most
educators, scientists and great minds are AGNOS-
12
TIC, meaning "we
don't
know- we are IGNO–
RANT!" And this IGNORANCE they glorify in the
guise of "KNOWLEOGE!"
TWO Alternativas
As a BASIS for knowledge-as a FOUNOATION for
education, we
start
with two alternatives. Right
here is the CHOICE between fact and fancy–
between true knowledge and ignorance, between
TRUTH and error.
ls
there the Higher Power with
design working out intelligent PURPOSE, or are we
mere accidents of a blind, unintelligent, purpose–
less force of nature, descended from a single-celled
amoeba sparked to life by "spontaneous genera–
tion," "electro-chemical action," or sorne other
unknown accidental process?
The only truly scientific method is to PROVE a
proposition before accepting it as scientific FACT.
But has either science or education PROVEO the
evolutionary theory? Emphatically they have not!
By its very nature it is a theory not subject to
proof. Has either science or education PROVEo the
non-existence of a personal supreme God, of
supreme intelligence, wisdom, and POWER to
create? Emphatically, they have not! WHY, then,
do so many great minds who profess knowledge
and wisdom doubt or deny God's existence?
Simply because of something inherent in human
nature- something of which they are ignorant-a
spirit of vanity, coupled with hostility and rebel–
lion against their Maker and His authority!
Is it, after all, rational, intellectual, to willfully
assume
fables, unproved and unprovable, to be
fact,
while ridiculing provable Truth, branding
it
folklore?
But what of the other of the two basic ALTER–
NATIVES as one's approach to knowledge?
There
is
the Higher Power! And at Ambassador
College this is not carelessly assumed, but defi–
nitely, rationally, scientifically PROVEo! And there
is
PURPOSE! Humanity was put here for a PURPOSE
of such transcendent magnitude that even the
great minds, in their carnality, cannot grasp it!
And there
is
A wA
Y
to peace between individuals,
groups and nations, b.ut tragically none of this
world's leaders were taught
it!
There
is
A wAY to
happiness and abundant well-being. But modero
education does not teach it.
So it all boils down to this crux point: There are
the
two alternatives
as a starting point- a
BASIS- a FOUNOATION for knowledge. This world
and its education have adopted the fictional, false
FOUNOATION. And this erroneous foundation
becomes the
concept
which becomes its approach
to knowledge.
lt
got off on a false start. Hence it is
axiomatic that this world and its leaders are not
being taught the
true
values, but pursue the
false- the world is left without knowledge of life's
PURPOSE and meaning, devoid of right goals, in
utter ignorance of THE
w
AY to every desired
blessing!
What an indictment against a complicated,
The
PLAIN TRUTH